Recent Changes

http://docs.google.com/Doc?docid=0ATLSovmANWnpZGZjNWc5Z2dfMzlkbTYzdzRkNw&hl=en
REVISIONS TO THE GENERAL PSYCHOLOGY STANDARDS AND BENCHMARKS
and relationships
Compare and contrast the basic assumptions that define the three approaches to psychological phenomena: biological, cognitive, and social/cultural
Describe and evaluate theories and empirical studies of the approaches

Google DocThe revisions below may also be found in the working document created by Hope Myers and Fay Leong (2010)
http://docs.google.com/Doc?docid=0ATLSovmANWnpZGZjNWc5Z2dfMzlkbTYzdzRkNw&hl=en
REVISIONS TO THE GENERAL PSYCHOLOGY STANDARDS AND BENCHMARKS
Standard I: Recognize how changes in time, continuity, and environment can affect perspectives and relationships
Compare and contrast the basic assumptions that define the three approaches to psychological phenomena: biological, cognitive, and social/cultural
Describe and evaluate theories and empirical studies of the approaches
Explain how cultural, ethical, gender and methodological considerations may affect the interpretation of behavior
Standard II: Examines cultural practices and human interactions
Develop an understanding of the biological, social and cultural influences on human behavior
Develop an understanding of different theoretical processes that are used to interpret behavior, and to be aware of how these processes lead to the construction and evaluation of psychological theories
Develop an awareness of how applications of psychology in everyday life are derived from psychological theories
Assess the extent to which social psychology findings and studies allow predictions to be made about individual and group behavior
Standard III: Introduction to Research Methodology
Understand the importance of triangulation using qualitative and quantitative methods.
Recognise the strengths and limitations of different methods
Justify the use of certain methods in the context of the situation
Demonstrates an awareness and sensitivity to ethical considerations in research
Be able to use basic inferential statistics to determine the reliability of the null hypothesis.
Demonstrates the ability to show the results of psychological research in written format.
An SAS graduate exiting a Psychology course should:
have a natural curiosity about human behavior.
be familiar with the language of academic psychology.
have a basic understanding of psychological theories as they apply to human behavior.
be able to appreciate and evaluate research methodology.
understand the interaction between culture and behavior.
Aims Of a General Psychology course
develop an understanding of the diversity of applications, language, methods and major ideas of psychology;
understand the importance of ethics in academic research and in subsequent theory creation.
understand the ways that biological, cognitive and social perspectives are used to organise and extend knowledge in psychology;
develop skills in the conduct of empirical research including data collection, analysis and critical evaluation of conclusions;
interpret results in terms of models and theories;
identify and assess the reliability and validity of research methods and their related ethical considerations;
understand current issues and theories in psychology;
communicate effectively the results of their research.
Skills
Analytical
Analyze and interpret information from sources including, but not limited to, graphical representations of data in psychological research, quantitative and qualitative data, journal studies
Identify the main factors influencing behavior
Identify the key questions and issues within each level of analysis
Critically evaluate the strengths and limitations of theories, models and studies
Compare and contrast theories, models and arguments
Decision-making
develop problem-solving strategies
formulate clear, valid and sound arguments, make balanced judgments on the application of theories and models, and draw conclusions
make well-substantiated decisions
Investigative
Investigate null and experimental hypotheses
Collect both quantitative and qualitative data
Plan, carry out and present individual and group investigations
Organization and Presentation
Organize information in a logically sequenced manner, appropriate to the format used (graphical representations of data, oral presentations/debate, visual displays, critiques of academic research, psychological report)
Present and express information and ideas in a clear and concise manner, using appropriate language, style and/or visual representation
Document sources of information through referencing and a bibliography, using APA format
Assessments
These could include, but are not limited to:
critical review of current research (research paper)
visual displays
multimedia presentation;
empirical research activity;
test – multiple choice, short answer and extended response;
summary of research findings in at least two related studies.
{k-12-national-standards_tcm7-73816.gif}
APA Standards for High School

Require understanding and transfer of learning.
Provide evidence of authentic accomplishments.

Asian History Cornerstone Assessments
The following four “cornerstone” assessments * (Document Analysis, Cause and Effect, Research Skills, Five Paragraph essay writing) were constructed by the high school Social Studies Curriculum Review team as an articulation of the skills that we believe serve as the foundation, or cornerstone, for our students’ learning.
2. Cause and Effect
Committee result:
 {Cause{Cause and Effect
Sample rubrics:
{cause and effect sample.pdf}

Welcome to the Social Studies Task Force 2010-11
{380313730_1d3a19dad1.jpg}
HS Social Studies
7:30 – 8:00
& greet
Connect
Connect to PX or Skype,
8:00 – 9:00
Cornerstone Assessments
Secondary Library
Presentation, reflection on reading, clarification of task
9:00 – 12:30
1. Review & Refine EAGLES (ES only)
2. Create Cornerstone Assessments/support-ing rubric for pre-tests, Mid-year, Late Spring
Have Lunch
1. Review/Pare down essential questions
2. Create Cornerstone Assessments/support-ing rubric for pre-tests, Mid-year, Late Spring
HS Social Studies
7:30 – 8:00
& greet
Connect
Connect to PX or Skype,
8:00
8:00 – 8:45
(Alicia
(Alicia in General Meeting)
1. Continued work and preparation for 10-noon (e.g., document uploaded & ready)
2. “Divvy up” unit creation
3. Resource review/recommendations
8:45 – 9:45
with Nurses)
10am – noon
Arts teams)
1. Meet with department
2. Review WASC documents, respond to provided questions.
5
Pudong
Soon-Ok
Borden
Lynsey
Howitt
Jeanette
Dixon
Simone
Loftus
Todd
Denton
Tina
Bui
Puxi
Lori
Dickenson
Lisa
Ferguson
Pat
Broker
Helen
Jin
Char
Mataio
Steve
Hanlin
Barbara Boyer-ES Librarian
Middle
Pudong Campus: Grade 6: Marian Bradshaw, Grade 7: Dave Cole, Grade 8: Loren Digges, Lorna Parker
Linda Wagener MS Librarian Ellen Nugent
High School
Pudong Campus: Tonya Parham, Peter Stelzer, Alan Cheung

Updated Enduring Understandings with SAS Standards
and governance
People organize around common needs and interests
The human need for order leads to the evolution of authority and government.









Standard III Recognize how time, continuity, and change affect perspectives and relationships
Change is inevitable.
have consequences in(in the present
Our world is connected in a delicate balance (equilibrium and entropy).
Standard IV Applies economic concepts
People have infinite wants but finite resources.

Unequally available resources lead to exchange.













human interactions
People exist simultaneously as an individual and as a member of a group
People are different.

{5 paragraph draft rubric.docx}
Pudong's Addition to rubric options
{general{G9 general essay rubric.docx}
Sample rubrics:
{Five_Paragraph_Essay_Rubric.doc}

April 18, 2011
{MASTER ES Social Studies.docx}
Prek/K Essential Questions and Cornerstone Assessments
{PXPD_ EC questions and Assessments.doc}